Empowering Phuket's Community Identity with Place-Based STEM: Enhancing Grade 5 Students' Scientific Explanation and Literacy
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| Title: | Empowering Phuket's Community Identity with Place-Based STEM: Enhancing Grade 5 Students' Scientific Explanation and Literacy |
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| Language: | English |
| Authors: | Siriwan Chatmaneerungcharoen (ORCID |
| Source: | European Journal of STEM Education. 2025 10(1). |
| Availability: | Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Grade 5, STEM Education, Outdoor Education, Place Based Education, Program Effectiveness, Foreign Countries, Models, Knowledge Level, Teaching Methods, Elementary School Students, Elementary School Science, Field Trips, Skill Development |
| Geographic Terms: | Thailand |
| ISSN: | 2468-1954 2468-4368 |
| Abstract: | This classroom action research examined how Grade 5 students develop their scientific explanation skills through outdoor STEM learning centered on the local context in Phuket, Thailand. The study involved 36 students selected through purposive sampling. Throughout multiple PAOR (Plan-Act-Observe-Reflect) cycles, students participated in tasks related to their community, such as Oh-Aew dessert, local fruits, and Apong, aimed at promoting modeling and Claim-Evidence-Reasoning (CER). Data collected included pre- and post-assessments of scientific modeling, STEM worksheets, observations, and semi-structured interviews. Descriptive statistics summarized students' performance changes, while content analysis was used to interpret qualitative data. Results showed significant progress in students' ability to create modeling-based scientific explanations, with fully accurate models increasing from 5.15% before instruction to 84.72% afterward (n=36). The findings demonstrate that place-based tasks combined with clear modeling scaffolds can enhance scientific reasoning and strengthen connections to the community and cultural identity. The study discusses implications for curriculum design, teacher development, and local community partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497357 |
| Database: | ERIC |
| Abstract: | This classroom action research examined how Grade 5 students develop their scientific explanation skills through outdoor STEM learning centered on the local context in Phuket, Thailand. The study involved 36 students selected through purposive sampling. Throughout multiple PAOR (Plan-Act-Observe-Reflect) cycles, students participated in tasks related to their community, such as Oh-Aew dessert, local fruits, and Apong, aimed at promoting modeling and Claim-Evidence-Reasoning (CER). Data collected included pre- and post-assessments of scientific modeling, STEM worksheets, observations, and semi-structured interviews. Descriptive statistics summarized students' performance changes, while content analysis was used to interpret qualitative data. Results showed significant progress in students' ability to create modeling-based scientific explanations, with fully accurate models increasing from 5.15% before instruction to 84.72% afterward (n=36). The findings demonstrate that place-based tasks combined with clear modeling scaffolds can enhance scientific reasoning and strengthen connections to the community and cultural identity. The study discusses implications for curriculum design, teacher development, and local community partnerships. |
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| ISSN: | 2468-1954 2468-4368 |
